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6.1 Teachers
The teachers at the Virtual High School (Ontario) will emphasize that students actively inquire into and make connections between ideas and subject areas. A variety of teaching methods will be used including;
- whole class teaching using direct instruction in an online format, large group discussions and demonstrations;
- small group teaching using group work, peer editing and small group discussions;
- individual teaching using assignments, journals and problem solving.
6.2 Curriculum
The curriculum at Virtual High School (Ontario) will deal with real-life applications of student learning as much as possible. The curriculum will also be based upon the curriculum expectations laid out by the Ministry of Education in the province of Ontario. The curriculum will be respectful of the diversity within our Canadian society.
6.3 Students
Each student at Virtual High School (Ontario) will be treated as an individual and encouraged to express their own opinions and ideas.
- The teachers at Virtual High School (Ontario) will be aware of the learning styles of their students as much as possible, in order to use strategies most effectively in the learning process.
- Opportunities will exist for all students to be successful by providing them with the opportunities to seek extra help, to have large complex tasks broken into manageable chunks, to have regular scheduled student conferencing and to have clear standards for evaluations.
- Students must respect the intellectual property rights of others.
6.4 Assessment and Evaluation
A wide variety of assessment and evaluation tools will be used at Virtual High School (Ontario) including tests, observations, reports, projects, group work, essays, quizzes, journals and final assessments.
- A variety of assessments and evaluations devices will be used by the teacher and the student.
- Assessment tools will be used to form the students learning in a coaching manner.
- The students will be made aware of the assessment and evaluation process and subsequent criteria.
- Regular communication with parents will provide them with pertinent information on student progress.
- Careful tracking of the student's progress with respect to the expectations is the shared responsibility of both the student and the teacher.
- Identified Special Education students must have their learning differentiated according to the students' Individual Education Plan.
- Rubrics must be used by teachers regularly and consistently.
- The availability of interviews, following major evaluation and assessment milestones, will afford parents the opportunity to communicate with the teacher.
- Credit evaluation meetings are to be held by the Principal with the teacher, prior to the issuing of report cards.
